Google Vs. Google Privacy Policy - 1349 Words

Internet companies like Google and others collect and store individual customer profile as a requirement to provide free services like search, webmail, web storage and social networking services. Official Google Privacy policy states: â€Å"When you use Google services, you trust us with your information.†. (Google) Google privacy policy is built on the opt-out requirement and they influence their customer to implicitly trust it with their personal data. Google claims in their mission statement that â€Å"Google’s mission is to organize the world’s information and make it universally accessible and useful† (Google Inc.) to create a perception of a trustworthy and ethical company who should be trusted to do the right thing for their customer. In my opinion, the meaning of privacy of our personal data when we use online services on the Internet is different from what Google and other Internet companies are interpreting the meaning of Privacy to suit their business need to generate advertisement revenue by allowing companies to display advertisement relevant to the web search by their customer on their website. I define the meaning of privacy as a basic human right to be able to keep one’s personal information, activities and communication protected against public observation. Oxford English Dictionary defines the meaning of privacy as: â€Å"The state or condition of being alone, undisturbed, or free from public attention, as a matter of choice or right; seclusion; freedom from interferenceShow MoreRelatedProminent Social Media Websites1508 Words   |  6 Pagespublic (Electronic Fontier Foundation, n.d.). Because of this, users need to be more aware of privacy dangers that are lurking behind corners in the continuing advancement of technology. Popular sites like Twitter, Facebook, and Google+ have millions of users accessing their accounts on a daily basis. But how many of them actually know the fine print or take the time to understand and change their privacy settings? Smartphones have added convenient access to social networks and now have the abilityRead MoreHow Can Data Controllers Improve The Right? Essay862 Words   |  4 Pagesto the data controllers such as Google, Microsoft Bing, and Yahoo in how to implement their ruling. Nonetheless, the court sets the following conditions to be eligible for erasures of links between search engines and the source content: A web page has to be â€Å"inadequate, irrelevant, or no longer relevant, or excessive.† (CURIA, Google v. Spain, 2014) The court also makes data controllers accountable as to guarantee the balance between individual s rights to privacy versus the public s right to informationRead MoreThe Perils Of Information Illiteracy And Bias Results Essay1407 Words   |  6 PagesTechnological Advances, Research, and Google Technological advances have undoubtedly created new techniques for research in American society. The days of physically going into a public library and pulling books from shelves to gather information are all but extinct. Thanks to the advent of research databases such as Google, individuals can hand key a few words into a search bar, press enter, and the search engine generates a seemingly endless array of information. These advancements have certainlyRead MoreOnline Search Market In China Case Study856 Words   |  4 PagesThe online search market in China is quickly changing and developing. Baidu has ruled the market for online search engines for an extensive amount of time, and it still holds a significant share. At the start of the new millennium, Google began to offer its search services in a Chinese-language format with the hope of furthering its mission â€Å"to organize the world’s information and make it universally accessible and useful.† Disappointingly , the website was consistently unavailable for â€Å"about 10Read MoreBenefits And Potential Pitfalls Of Predictive Analytics1728 Words   |  7 Pagesin Practice (Harvard Business Review, 2014) explores some intriguing questions regarding this new technology in its various short essays. How to make predictions about staff without scaring them. How to collect employee data without invading their privacy. How to deal with the analytics bottleneck. What do all these topics have in common? Each involves predictive analysis through data mining; and each seeks to use this process in ways that achieve benefits yet do no harm. This paper will discuss theRead MoreCell Phones in the Classroom: Keep Them Banned, or Incorporate Them?1413 Words   |  6 Pagescontext vs. students (area 13). Cell phones have now begun to be a large distraction in the classroom, and are the newest item that many schools have had to implement a policy for; many of these policies simply ban the use of cell phon es in school at all. However, it is no surprise that students refuse to follow this rule, and now simply hide their cell phones. Cell phones have many negative effects on a classroom, since they are a large distraction and also have the issue of privacy connectedRead MorePersonal Data Privacy . Frame Analysis And Advocacy Field1686 Words   |  7 PagesPersonal Data Privacy Frame Analysis and Advocacy Field Guide This framing analysis includes 10 recent print news articles that address personal data privacy. The 5 dominant frames identified include: unauthorized data collection and misuse, commercial application of personal data, civil liberties (personal data in the legal system), data protection, and innovation. There were Pro and Con arguments present for each frame with the exception of the last, no Con arguments were present for the innovationRead MoreIntroduction. Apple Is Known For Having Mobile Devices1269 Words   |  6 Pagesand Apple’s security will be weakened. This paper will look at how Apple’s IOS system security is superior compared to their competitors, and why it’s important for them to stand up to the FBI for the sake of privacy. Apple IOS security is top rated but not bulletproof Apple takes user privacy and security seriously, but according to Damopoulos, Kambourakis, Anagnostopoulos, Gritzalis Park (2013), it has been reported that â€Å"33.9 % of free iOS applications had some sort of hidden capability to accessRead MoreThe Security Vs. Privacy1537 Words   |  7 Pages1. At stake are two forces representing a critical dilemma of the post-2001 world: security vs. privacy. Fighting for security, the FBI is seeking â€Å"backdoor† access to the iPhone in question that was used by one of the two suspects in the San Bernardino shooting in December 2015. Defending privacy is Apple, Inc., designer and marketer of the Apple iPhone. The two suspects under investigation are linked with known terrorist groups, possibly ISIS, with definitive proof of these links locked away in

Interview Analysis - 887 Words

Interview Analysis Jessica Kennedy, Jennifer Torres, Rena Philpot Spalding University Interview Analysis For the interview section of the group project, I decided to interview a twenty-five year old woman who resides in the San Francisco bay area in California. Choosing to have her personal identity remain anonymous, the interviewee has granted us permission to refer to her as the alias Mary. Mary is currently married to a thirty year old man and has one nine year old son. Surprisingly, Mary did not contract the disease by having heterosexual intercourse with her partner like so many other women have gotten HIV. She had obtained the disease through intravenous means. Mary’s husband and son are not HIV positive. Mary has been†¦show more content†¦Never believe otherwise.† This was the most inspiring words and heartfelt words Mary has said throughout the entire interview. For the past four years, Mary has been completely clean of drugs and alcohol. For the past five years, Mary has been attending therapy twice a month and has recently stopped frequently going to the doctor because monetary issues and her insurance has dropped her from her coverage. Mary still receives standard antiretroviral therapy to suppress the HIV virus and to stop it from progressing to AIDS and practices safe sex by using a condom and dental dam. To wrap up the interview I questioned if Mary had anything she would like relatives or anyone else to know about HIV. â€Å"For the relatives, it takes a village to raise a child. Even though I was nineteen years old, a mother and living on my own, I was in fact still a child. After being diagnosed, I was especially vulnerable; it was like I was born again†¦For the others, don’t judge a book by its cover. You never know who is living with this disease and never know how hard the struggle is to live with this disease.† It was really a pleasure and a treat to talk to such a kind, strong, woman who has been through so much in her life yet achieved so much regardless the circumstances. Mary is a wonderful mother, an attentive wife and has earned her Associates degree and is now aShow MoreRelatedInterview, Process Analysis, And Analysis1526 Words   |  7 PagesI have conducted an interview with a client and in my paper I will explain my experience and how I used the s kills we have gone over in class. In the paper I will have a description of my client, my assessment, a summary of the interview, process analysis, and analysis of professional use of self. Not only will I assess the interviewer but myself as well. I will include all the interviewing skills I used and the ones I didn’t. Also, whether or not I used a particular skill or technique in the rightRead MoreCritical Incident Analysis : Placement Interview1898 Words   |  8 PagesCritical Incident Analysis - Placement Interview Current stress profile and stress management strategies I tend to usually maintain a healthy stress profile due to implementing decent, effective and timely management strategies. Whatever is going on in my life, I always seek to do things immediately, or stick to a schedule where deadlines are met at least a week in advance. As a reflector, I cannot just churn a piece of work out, or say the first thing that pops into my head as the result is oftenRead MoreThe Role Of Interview Data Research And Discuss The Key Characteristics Of The Processes Of Data Collection And Analysis When Using1669 Words   |  7 PagesCritically evaluate the role of interview data in qualitative research and discuss the key characteristics of the processes of data collection and analysis when using interviews as main data source.  Introduction Interview is a research-based communication that widely used in qualitative research. It collects research data through the conversation and interaction between interviewers and interviewees. This kind of conversation differs from daily one. Kahn and Cannell (1957, p. 149) described interviewingRead MoreInterview Analysis988 Words   |  4 PagesMarion: Yes. We see a lot of different things from different clients. Just like Amazon. Amazon wants to get into the messenger business as well. But we’ll see what happens. That would be huge for them. Might knock off some of the smaller ones, but†¦ Interviewer: (34:11) Were there different options that you looked into? I’m just trying to understand. This is used to be something very industry-specific so maybe there are not so many businesses out there. Marion: There’s not very many. There are quiteRead MoreInterview Analysis1505 Words   |  7 Pagesinjure people. One of the articles in the book that we read, â€Å"The uses of Poverty†, talks about how poverty serves important functions in our society and that unless we find a way to get these functions elsewhere, it won’t disappear . After the interview with Geoff, I think that the article hit the nail on the head. There needs to be a class of people that are so desparate for work that they will work inconsistent hours. The restaurant benefits from this because it can match the amount they pay inRead MoreA Thematic Analysis Of An Interview Essay1495 Words   |  6 PagesResults A thematic analysis of an interview was used to help students develop an understanding of the role of an RC. This role is dynamic and challenging; it offers great opportunities to grow and work in an academic team based environment that fosters constant learning. Often RCs play a significant role in the process of bringing a project from conception to completion which requires a variety of qualifications and leadership qualities. An inductive approach to this process, beginning with dataRead MoreInterview Analysis : Today I Interview881 Words   |  4 PagesToday I interview Josiah. Josiah is an 8 year old African American boy in the third grade at King Elementary School. Josiah who also goes by the nickname Jojo is tall for his age; he stands about 4ft 5in and weighs close to 70 pounds. Josiah is a very happy young man throughout our interview he smiles and laughs frequently. His energy level is also very high during our interview I had to redirect his attention and allow him t o take breaks to stretch. Josiah was very outgoing and open to talk withRead MoreInterview Skill Analysis904 Words   |  4 Pagesâ€Å"The Challenge of Love† Some of the biggest challenges in relationships are rooted between the push and pull of give and take. People tend to enter into relationships to gain something: they re trying to find someone who s going to make them feel good. In reality, the only way love is true is if the relationship comes from a place of giving. For some love is primarily taking, for some love is primarily giving and for some it is more evenly a matter of give take. A person driven byRead MoreFamily Interview Analysis1218 Words   |  5 PagesThe couple that I interview was a Mexican married couple name Maria and Juan. Maria is 78 years old and a retired nurse, and Juan is 80 years old and a retired Veteran. Maria completed her Bachelor Degree in Nursing at Indiana University Bloomington graduating at 23 years old, and Juan stated that he join the army after completing high school. Maria stated that she didn’t have a lot of racial/discrimination experience, however, Juan stated that he experience some discrimination in the serviceRead MoreA Critical Analysis Of Interview Data790 Words   |  4 Pagesâ€Å"A Critical Analysis of Interview Data, it’s Role in Qualitative Research, and the Data Collection Analysis of the Main Data Source † Qualitative research can be conducted using multiple sources of data such as observational, documentary, and interview data. This paper will evaluate the role of interview data within qualitative research; as well as discuss come of the key characteristics of the processes of data collection and analysis when interviews are used as the main source of data. Within

Character and language Essay Example For Students

Character and language Essay Discuss the presentation of Dickens treatment of the murder of Nancy in Oliver Twist, paying particular attention to his use of setting, character and language.  In Charles Dickens Oliver Twist, the most violent and darkest part of the book has to be the cold-blooded murder of Nancy. Nancy has been portrayed as a motherly figure to the orphans so when she is murdered, the reader feels genuine loss upon her death. The death of Nancy is predicted as Bill Sikes has been portrayed as the opposite of Nancy, violent and unpredictable. Most of his violence is directed at Nancy throughout the book and he unleashes his true wrath upon her in her final chapter, Fatal Consequences. Fagin plays a big part in the death of Nancy, as he gets one of his boys, Noah, to tell Sikes what Nancy has done. Fagins personality is very much like a wolfs or a rats, sly and manipulative. The title of the chapter where Nancy is murdered is called Fatal Consequences. Is it a fairly obvious forewarning of what is coming up. Dickens has used this title as a dramatic narrative device to prepare the reader of what is to come in the rest of the chapter. The word Fatal, in the chapter title, gives the idea for the audience that something is going to happen. The first paragraph gives a very detailed description of the setting, and really sets the mood. The time is being described as nearly two hours before daybreak; dead of night, when the streets are silent and deserted, when even sound appears to slumber which builds even more to the tension. The use of personification on the sound is well used and gives a feel that can only be described as a shiver down your spine. Autumn of the year has been associated with death and the end of life which reveals more to deaths. It then goes into describing the Jew as some hideous phantom, moist from the grave and worried by an evil spirit. This is a shocking unpleasant use of imagery and foreshadows Fagins death. I think the reason why Dickens gives such a negative view of Fagin is because he is about to betray one of the very few people who generally like him. The negative view of him makes the reader think, what has he done to deserve such a brutal description. Dickens describes him as a nice person who cares for people, but when Dickens describes him as some hideous phantom it gives you a complete different perspective of him. Throughout the whole chapter, Dickens uses a lot of negative imagery to show how sinister the chapter is what is yet to come. Fagin has been described as some hideous phantom, moist from the grave which makes the mood Dickens is creating even more obscured. His face is distorted and pale which is very much like Nancys at the end of the chapter. During Fatal Consequences, we learn how Fagin is feeling from the language that Dickens uses to portray his character. When Sikes enters the room, he is described as burly. When he gives the bundle to Fagin, it makes the audience wonder, what has Sikes got there? And what took him so long to get it? During the silence here, it seems as if Sikes is being frightened by Fagins silence and the terror in his eyes. Wot now represents the dialect that was used in Dickens time. The way Sikes speaks is very plain. This shows that he is not well educated. The effect of Sikes not having a good education makes the reader feel a little bit sorry for Sikes as he didnt an education or the opportunity as some people would have in Victorian times. Maybe the reason he is violent and unpredictable is because he didnt get a very good education as a child. Fagin then gets Noah Claypole, (also known as Bolter to Fagin) to tell Sikes of what Nancy has done. Fagin then revolutionizes the story to make it sound like Nancy has ratted out Sikes. Dickens uses a range of names for each character. Fagin can be called Fagin or the Jew and Bill Sikes can be called, Bill, Sikes, and Bill Sikes, the Robber or housebreaker. .ufa7ed4e616c8776f7e41439cc6c5677d , .ufa7ed4e616c8776f7e41439cc6c5677d .postImageUrl , .ufa7ed4e616c8776f7e41439cc6c5677d .centered-text-area { min-height: 80px; position: relative; } .ufa7ed4e616c8776f7e41439cc6c5677d , .ufa7ed4e616c8776f7e41439cc6c5677d:hover , .ufa7ed4e616c8776f7e41439cc6c5677d:visited , .ufa7ed4e616c8776f7e41439cc6c5677d:active { border:0!important; } .ufa7ed4e616c8776f7e41439cc6c5677d .clearfix:after { content: ""; display: table; clear: both; } .ufa7ed4e616c8776f7e41439cc6c5677d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufa7ed4e616c8776f7e41439cc6c5677d:active , .ufa7ed4e616c8776f7e41439cc6c5677d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufa7ed4e616c8776f7e41439cc6c5677d .centered-text-area { width: 100%; position: relative ; } .ufa7ed4e616c8776f7e41439cc6c5677d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufa7ed4e616c8776f7e41439cc6c5677d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufa7ed4e616c8776f7e41439cc6c5677d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufa7ed4e616c8776f7e41439cc6c5677d:hover .ctaButton { background-color: #34495E!important; } .ufa7ed4e616c8776f7e41439cc6c5677d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufa7ed4e616c8776f7e41439cc6c5677d .ufa7ed4e616c8776f7e41439cc6c5677d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufa7ed4e616c8776f7e41439cc6c5677d:after { content: ""; display: block; clear: both; } READ: The other characters in the play EssayThese names are used when they are talking to different people. Before Sikes leaves to visit Nancy, there was a fire in the eyes of both which could not be mistaken. This shows that they are both angry and frustrated, but Fagin suddenly changes his emotion, he felt all disguise was now useless. The whole time that he has been speaking to Bill, he has just been manipulating him to get what he wanted. Without one pause or moments consideration; Bill Sikes isnt thinking now, hes just going to get on with the job.

Dead Poet Society Conformity Essay Example For Students

Dead Poet Society Conformity Essay Dead Poet Society is really a movie about conformity. Conformity Is a powerful and the most overwhelming theme In the movie Dead Poet Society. The school demands for conformity from the students, Mr. Seatings Informal attitude In teaching challenges conformity and how the movie shows many consequences of conformity prove that conformity Is the mall theme In Dead Poet Society. At Walton Academy they demand conformity of its students. The camera zooms into a group of straight-faced and disciplined young boys who are reciting the four pillars until their faces only fill the screen. The close up was a very subtle way of having the screen showing only the boys saying the same four words as well as all looking the same. The schools conformity is also demonstrated when the headmaster coerces the students to sign a statement. The camera zooms into the statement and then pans down onto the signatures of students. This simple scene has on overwhelming feel of conformity as the body language of the headmaster and Toddys parents demand obedience and to conform like the other boys did. These simple actions sake the boys conform to the school and conformity Is a major theme In Dead Poet Mr. Seatings informal attitude towards teaching challenges conformity. The high angle shot of Mr. Keating and his students in the hall envelops both the students and Mr. Keating. With other teachers we have had a tracking shot or a low angle shot to show the superiority of the teacher. The high angle shot is different, because the shot includes both the teacher and students it shows them all the same. The set up at the end of the scene is also deferent than other teachers. The students are in the front and Mr. Keating is watching them from behind, not talking to them from the front of a classroom another reason he is different than the other teachers. Mr. Seatings different style of teaching, Including his lesson on conformity challenges the status quo In a way other teachers do not. Dead Poet Society shows consequences of conformity or lack thereof. Nils suicide scene is a form of dj; vi. This is because when the audience watches suicide scene there is a feeling of lost control because nothing they can do can stop the Neil omitting suicide. Throughout the film Nils control of his own life begins to slip away until by his last few scenes he has none. The greater and greater emphasis of conformity placed on Nils shoulders is what lead Neil to suicide. In the final scene the low angle looking at Todd standing on his desk is a very another effect of conformity. A proud, admiring feeling of Todd Is achieved with the angle looking up at him and the swelling music accompanying the shot. Instead of having a negative consequence of conformity Like Knells culled the conformity that Todd fights has a costive effect a rise In his self confidence level. The two boys challenge conformity that overwhelms them and as all action do their acts of rebellion against conformity To conclude the sometimes overwhelming theme of conformity is the biggest theme in Dead Poet Society. The schools never ending pressure of conformity placed on the boys, Mr. Settings unorthodox teaching style that challenges conformity and the consequences faced by breaking conformity are the main reasons why Dead Poet Society is mainly about conformity.

Research Proposal on Poverty Reduction Essay Example

Research Proposal on Poverty Reduction Essay Poverty reduction is the complex of actions aimed to reduce the level of poverty in the world. Poverty is only of the biggest problems of the human civilization. There always have been rich and poor people. Always one is happy and prosperous, the other is poor and simply exists in terrible conditions. The humanity has always wanted to cope with the problem of poverty, because the situation is getting worse and worse with every new year. The world is extremely unequal. Some countries and people there are very rich; they do not know what to spend the money on. The other countries and people live in such conditions which make them think whether they will manage to find something to eat this day. No wonder, during the history many philosophers, writers and scholars tried to brainstorm some effective methods to defeat poverty all over the world and bring prosperity for every human being. Unfortunately, it is completely impossible. A great number of masterpieces of world literature are dedicated to the utopian theories, which offer wealth and equality for everyone. A great number of socialist and communist movements have been created with the similar intention but nothing has been effective enough to reduce poverty on the planet. We will write a custom essay sample on Research Proposal on Poverty Reduction specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Proposal on Poverty Reduction specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Proposal on Poverty Reduction specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Even now scholars try to brainstorm interesting and effective theories, which can help the humanity cope with poverty but their attempts are not successful. Writing a research proposal, a student will have to do much work. First of all, in order to be good at the topic under research one will have to read a lot about the problem. Then, a student should think over a few key questions, which he liked or which surprised him while learning the topic. If he is really interested in the topic and has smart ideas connected with it, he is able to write a research proposal and ask the professor for permission to investigate it further. The proposal is a serious paper, although quite brief in volume. It is supposed to present to the professor a brief summary of the methods, expectations and possible results of the research of this important topic. If one manages to persuade the professor the topic is worth researching, it will be success. Student who wants to complete a successful paper will have to devote much time to the research of the topic. He will have to collect enough data from the reliable literary sources which are available at the library and in the Internet. Moreover, it is highly recommended to take advantage of the extra help of the web and read free sample research proposals on poverty reduction in India to see the way a professional paper is written. Every free example paper on poverty reduction in Pakistan is good experience and a set of useful tips for successful paper writing and students should never omit such help. *** ATTENTION! Free sample research proposals and research paper examples on Poverty Reduction are 100% plagiarized!!! At EssayLib.com writing service you can order a custom research proposal on Poverty Reduction topics. Your research paper proposal will be written from scratch. We hire top-rated Ph.D. and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all proposal details: Enjoy our professional research proposal writing service!

Global Supply Management

Global Supply Management As businesses becomes before and more aligned to a completely global mode of operations, many organisations representing a number of disparate industries, including manufacturing, service, public service, social enterprises, NGOs, pharmaceuticals, food service and construction firms now run their businesses using a network of global suppliers.Advertising We will write a custom essay sample on Global Supply Management specifically for you for only $16.05 $11/page Learn More Operating a global supply chain has become a highly efficient means by which a company can boost profitability through streamlining production, reducing labour costs, minimizing the expense of equipment, cutting down on transportation and delivery costs and decreasing transit duration between suppliers, firms and customers (Bloom Kotler 1975; Cook 2011; Edgell, Meister Stamp 2008; Fisher 2011; Lloyd 1996; Porter 1985; Saxena 2010; Stauffer 2003). For the purposes of this paper, a supply chain refers to a group of three or more units, organisations or persons directly concerned with providing, manufacturing or producing the upstream and downstream current of services, information, parts, products or funds from a resource to a client (Cook 2008; Edwards 2006; Kelley Nagel 2007; Porter 1985). The following paper will critically evaluate the strategic rationale for why organisations might choose to use global suppliers from these so-called high risk regions, particularly when there might be less risk in using local supply chains, as well as the impacts that natural phenomenon and political unrest might have upon these types of global logistics and supply chain management strategies. The paper will also offer some strategies as to how to mitigate the impact of instability in the global supply chain. Strategic Rationale Part A of this paper discusses the strategic rationale as to why an organisation might choose to use a global supplier from a high risk region when less risk might be incurred using a supplier closer to home. Logic would dictate that if the home region of a global supplier is undergoing political turmoil through a transition in government leadership, terrorist activity, or if it was recently hit with a major natural disaster such as an earthquake or tsunami, the firm may be best served to move and transfer its interests from a regional supplier to a supplier in a safer part of the world, one in which the government appears stable, no major protests are underway, and where the climate is not prone to hurricanes and the like.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Typically, the first and most logical strategic response to this question is based in cost. Specifically, how much does it cost to move, versus how much does it cost to stay? The answer to this question will also depend on where the company is in terms of setting up its global supply chain, whether at the beginning of the process or well into it, what the function of the particular unit of the global supply chain in the overall upstream and downstream flow of the business is, the level of diversification that already exists within the global supply chain, and how long the company has based its operations in that particular region (Burke Cooper 2008; Cross 2007; Griffin 2008; Giermanski McGhee 2007; Glisson, Milton Jones 2009). Now that recent world events have illuminated the â€Å"inverse relationship between risk and efficiency [and] cast [it] in high relief, supply chain managers realize that they can no longer focus solely on cost reduction- any calculation of a supply chains return on investment must also take customer satisfaction into account† (Stauffer 2003, par. 4). However, cost remains the main driver of business decisions, and where global supply chains are concerned, if a company has already invested millions in a reg ional supply chain, cost becomes the number one factor. A company that has set up a global supplier in a region that was initially stable for many years and has become fractious over time must weigh the cost of moving its operations to a safe zone, and this weighing of costs must be applied to both short term and long term business goals. Similarly, a company that that has set up a global supplier in a region that was recently hit by a natural disaster must weigh the costs of moving its operations as opposed to staying in the affected region and repairing the damaged infrastructure. In global supply chains, it is the â€Å"integration of business processes, not individual functions, that creates value for customers and these processes reach beyond the boundaries of the firm† (Altay Ramirez 2010, p. 59).Advertising We will write a custom essay sample on Global Supply Management specifically for you for only $16.05 $11/page Learn More In this regard, even if the individual function – in this case, the unit of the global supply chain that has been threatened by terrorists or has been hit by a natural disaster – is temporarily out of commission or under threat, the company may decide that the unit fits too well into its overall integrated business model to change. A number of the most successful firms in the world have been operating global supply chains for many years and as such have built up strong networks, strong relationships and strong financial incentives in the global regions where they operate elements of their supply chains. As the leadership of any company can attest, networks, relationships and mutually enhancing financial incentives take years and years to build, and the idea of starting all over in a new region where the company will be one of many competitors bidding on the same parcel of land or negotiating with little or no personal leverage is simply too expensive a proposition to risk for many com panies. Also, strategically speaking, natural disasters tend to be short term problems. While they do cause massive amounts of damage, they do not happen annually; thus, a company may decide that in the long term expenditure, it will be cheaper and more prudent to repair the damaged infrastructure and remain in the region rather than incur the enormous cost of moving operations and setting up operations in a new location. Finally, labour costs continue to factor significantly into the strategic rationale applied when managing a global supply chain. Political unrest may be a small price to pay when faced with a jump in labour costs that will number into the millions for a globally integrated firm. Other strategic factors that may prompt firms to remain in politically unstable regions or regions prone to natural disasters include the degree of skill manifested in the labour force, tax incentives, beneficial rates of currency exchange and the efficiency of transport infrastructure such as ports (Bloom Kotler 1975; Cook 2011; Edgell, Meister Stamp 2008; Fisher 2011; Lloyd 1996).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Risk management is the second element of the strategic rationale, and again, this equates to long term and short term business goals. As Stauffer (2003, par. 7) notes, risk can be seen as the sum of â€Å"frequency times consequencea high-frequency/low-consequence event, such as the regular fluctuation of currency exchange rates [is] similar to a low-frequency/high-consequence event, such as the sinking of a cargo ship laden with critical parts†. However, risk management varies widely from firm to firm, and also varies widely according to industry. An example is the recent earthquake in Japan. As the well-established â€Å"epicenter of high-tech manufacturing,† when the earthquake hit it affected the high tech industry to a much greater degree than other industries, because the vast majority of the major high tech firms use suppliers in Japan as part of their global supply chain (Fisher 2011, par. 2). In addition, depending upon the particular firms tolerance for risk, such â€Å"apparently similar risks can have vastly different qualitative effects† (Stauffer 2003, par. 7). Risk tolerance and risk management will also depend largely on corporate culture, the liquidity of the company, its insurance strategies and capabilities and the type of industry. Most importantly, risk management can be best served by a highly diversified global supply chain (Jà ¼ttner Maklan 2011). One of the ways that companies incur greater risk is through amassing a large portion of its suppliers for one particular part or service in one region (Belzer Swan 2011; Jà ¼ttner Maklan 2011). The ensuing clustering effect of global suppliers all located in one geographic region â€Å"can have serious consequences in the event of a natural disaster or political unrest† (Stauffer 2003, par. 7). Firms that operate global supply chains are well advised to diversify as much as possible. For example, rather than have one part sourced from one region, the firm can have it sourced from two or three regions in different parts of the world. Cost savings can be tweaked via reduced labour costs, tax incentives and currency rates, and the main benefit to global firms is that the â€Å"supply chain can insulate [the company] against shortages and other unpredictable problems† such as natural disasters or terrorism (Fisher 2011. par. 3). Finally, the third element of the strategic rationale is a question of trade-offs. Trade-offs transcend the basic reduce cost at all cost model of global supply chain management. For example, if the trade-off to operating in a region where the labour costs are the lowest in the world means that the company undergoes regular bombings from terrorist groups, the savings in labour costs may be eaten up by the expense of continually repairing or upgrading infrastructure, hiring additional security or implementing costly and complex firewalls and network security protocols. Trade off thinking goes along way toward a dopting a strategic global supply chain policy that allows for flexibility, agility and the constant streamlining of processes while keeping costs reasonable and continuing to increase profitability. Impacts of Natural Phenomena and Political Unrest Part B of this paper discusses some of the impacts that natural phenomena such as tornadoes and tsunamis as well as political unrest might have upon these types of global logistics and supply chain management strategies. The aforementioned definition of global supply chain points to a key component of the successful global supply chain, namely, the â€Å"direct link between the companies in a supply chain† (Altay Ramirez 2010, p. 59). Numerous supply chain management studies indicate that one of the pivotal indicators of success in a global supply chain rests on the realization that a global supply chain represents an assembly of interdependent parties; therefore, coordination and management of the global supply chain must always be a strategic response to the problems that emanate from the inter-reliant units within the chain, and the chain must always be viewed from a holistic perspective (Altay Ramirez 2010; Bakshi Kleindorfer 2009; Claessens Schmukler 2007; Perry 2007; Sarathy 2006). As a cohesive, integrated business unit, direct threats to the supply chain will be felt all the way through it. Thus, it is incumbent upon those responsible for global supply chain management to understand their charges as interconnected entities rather than isolated processes, as this attitude will likely build resiliency within the supply chain and bolster its ability to weather threats from both natural and human disasters (Fisher 2011; Jà ¼ttner Maklan 2011; Sheffi 2001; Stauffer 2003; Suder 2006; Wechsler 2011). The locations of these global suppliers are sometimes found in regions of the world that historically can be prone to the impact of natural phenomenon such as earthquakes, hurricanes or typhoons, flooding , tsunamis, and most recently, political unrest through the removal of traditional government regimes in certain countries as well as ongoing terrorist activities and threats, both real and perceived. Natural phenomena such as wildfires, earthquakes and floods can produce major disturbances in global supply chains, as they impede business operations and reduce the producing capacity of the companies doing business in the region that the natural disaster strikes (Altay Ramirez 2010; Alternate supply: disaster in Japan forces manufacturers to look elsewhere 2011; Belzer Swan 2011; Burke 2005). These regions of the world and the suppliers situated there would arguably present high levels of strategic risk for any organisation choosing to design their supply chain landscapes involving these areas. As Stauffer (2003, par. 2) notes, â€Å"terrorist strikes, political instability in Third World countries, and last years shutdown of West Coast shipping docks- have awakened managers as ne ver before to supply chain risks, some of which had been introduced or heightened by the very actions companies had taken to drive costs out of their supply chains†. Natural disasters have the power to harm or destroy infrastructure, interrupt supply chains and ultimately have an effect upon the profitability of the business as a whole, and natural disasters tend to affect all the elements within an existing supply chain (Altay Ramirez 2010). When a natural disaster occurs, â€Å"gaps in supply chain security hamper the safety and security of freight transport†¦this risk increases the deeper in the hinterland it originates† (Belzer Swan 2011, p. 41). The impact of a natural disaster on a global supply chain will differ according to the type of business as well as the type of natural disaster; therefore, different natural disasters may leave certain supply chains unscathed, whereas others will be completed obliterated. For example, in their 2010 study, Altay and R amirez (2010, p. 60) discovered that â€Å"the damage by windstorms and floods seem to be dramatically different from that of an earthquake, providing evidence against the all-hazards approach†. What the literature appears to be telling supply chain managers is that natural disaster do not come in cookie-cutter parcels that can be easily insured against, planned for or avoided; each one is different, and each one will have a different impact on the supply chain network (Holbrook 2011; Ngoctran 2011). For example, Altay and Ramirez (2010, p. 60) demonstrated that the â€Å"impact of floods on total asset turnover of a firm is dependent on the firms position in the supply chain. We found that while upstream partners enjoy a positive impact, downstream partners have to plan for the opposite†. What this means is that the impact of a natural disaster will be specific and not localized to the region it affects. Rather, the disaster will affect all the links in the chain. Thu s, â€Å"a supply chain-wide mitigation strategy rather than a company-specific one† appears to be the most efficient and pragmatic approach to natural disasters for supply chain managers to adopt (Altay and Ramirez 2010, p. 60). There also appears to be an inverse relationship between the complexity of a given global supply chain and the cost that a natural disaster will exact on the network (Altay Ramirez 2010; Gad-el-Hak 2008; Haight 2003). This is less true of political unrest. Political unrest and terrorism differs significantly from a natural disaster in that the latter tends to happen once, whereas the former can easily become chronic. Political unrest and terrorism can drag on for years, and the costs involved in hiring more security personnel, beefing up web security, hiring the IT expertise necessary to combat cyber terrorists, and repairing equipment or work spaces damaged or destroyed by terrorist activities can bleed the company for years at a time. Political un rest that occurs during a change in leadership can also prove expensive for a company operating a complex global supply chain, particularly if the political regimes are corrupt. In addition, unrest of a politicized religious nature can often lead to additional costs to the company if the new regime demands that employees take time out of their work day for religious activities. Terrorism in particular can have a long term impact on the financial stability of the firm, and this varies from industry to industry; however, as a rule, investment and access to capital tend to wane in politically charged environments (Jà ¼ttner Maklan 2011; Sheffi 2001). This occurs for both logical and emotional reasons. In a region dominated by terrorist activity, investors will fear for their investments more so than in a region where there is no terrorism. Terrorism by nature invokes fear, not simply for financial investment for personal safety as well; therefore, a region dominated by terrorism quic kly becomes a no-fly zone for investors, and this can lead to reduced capital for firms. This in turn affects a firm’s ability to grow. As a result, over time regions where terrorism persists will witness an exodus of many firms, as once the problem of terrorism takes root it quickly becomes chronic and difficult to root out. Global supply chain management involves a delicate touch and a holistic framework. Firms that grow to comprehend the â€Å"depth of their supply chains and critical dependencies† are the firms that tend to succeed over the long term (Fisher 2011, par. 12). Cost, while ultimately the main driver of most major business decisions, cannot be the only consideration in global supply chain management. Where natural disasters and political unrest are concerned, there is no such thing as a one size fits all plan that will insulate a supply chain. Each natural disaster is different and will affect the chain differently. A firm that employs a strategic respo nse to each natural disaster such as building in more suppliers and incorporating both geographic and political diversity among their suppliers will be far more likely to weather the storm. Reference List Altay, N, Ramirez, A 2010, ‘Impact of disasters on firms in different sectors: implications for supply chains’, Journal of Supply Chain Management, vol. 45 no. 4, pp. 59-102. ‘Alternate supply: disaster in Japan forces manufacturers to look elsewhere’, 2011, Industrial Engineer, vol. 10, pp. 5-12. Bakshi, N Kleindorfer, P 2009, ‘Co-opetition and investment for supply-chain resilience’, Production and Operations Management, vol. 18, no. 6, pp. 583–603. Belzer, M Swan, P 2011, ‘Supply chain security: agency theory and port drayage drivers’, Economic and Labour Relations Review, vol. 22 no. 1, pp. 41-55. Bloom, P Kotler, P 1975, ‘Strategies for high market share companies’, Harvard Business Review, November, p p. 63-72. Burke, R 2005, ‘International terrorism and threats to security: implications for organizations and management’, Disaster Prevention and Management, vol. 14 no. 5, pp. 639-643. Burke, R Cooper, C 2008, International terrorism and threats to security: managerial and organizational challenges, Northampton, Massachusetts, Edward Elgar Publishing. Claessens, S Schmukler, S 2007, ‘International financial integration through equity markets: which firms from which countries go global’, Journal of International Money and Finance, vol. 26, pp. 788-813. Cook, T 2008, Managing global supply chains: compliance, security and dealing with terrorism, Boca Raton, Florida, Taylor Francis. Cook, T 2011, Compliance in today’s global supply chain, Boca Raton, Florida, CRC Press. Cross, C 2007, ‘Studies in survival: future supply chains are growing in a laboratory’, Industrial Engineer, August, pp. 44-49. Edgell, J, Meister, G Stamp, N 2008, â €˜Global sourcing trends in 2008’, Strategic Outsourcing: An International Journal, vol. 1 no. 2, pp. 173-180. Edwards, J 2006, ‘Thinking inside the boxes: global supply chains must now address government logistics mandates, a post-9/11 legacy that is only becoming more complex’, CFO, The Magazine for Senior Financial Executives, vol. 8 no. 1, pp. 81-96. Fisher, D 2011, Japan disaster shakes up supply-chain strategies. Web. Gad-el-Hak, M 2008, Large-scale disasters: prediction, control and mitigation, New York, Cambridge University Press. Giermanski, J McGhee, M 2007, ‘How SOX and C-TPAT: impact global supply chain security’ Strategic Finance, April, pp. 33-43. Glisson, L Jones, K 2009, ‘Homeland security vs. cabotage: issues of terrorism or ploys’, Journal of Transportation Management, vol. 12, pp. 35-45. Griffin, W 2008, ‘The future of integrated supply chain management utilizing performance based logistics’, Defense A R Journal, vol. 15 no. 1, pp. 3-11. Haight, B 2003, ‘The perils of supply chain management: experienced veterans share their techniques and solutions to a more efficient supply chain’, Automotive Industries, August, pp. 24-32. Holbrook, E 2011, ‘A supply chain unlinked’, Risk Management, May, pp. 32-43. Jà ¼ttner, U Maklan, S 2011, ‘Supply chain resilience in the global financial crisis: an empirical study’, Supply Chain Management: An International Journal, vol. 16 no. 4, pp. 246-259. Kelley, E Nagel, T 2007, ‘The impact of globalization on structuring, implementing, and advising on sourcing arrangements. Georgetown Journal of International Law, Spring, pp. 619-632. Lloyd, B 1996, ‘The outlook for globalisation’, Leadership and Organization Development Journal, vol. 17 no. 1, pp. 18-23. Ngoctran, A 2011, ‘The Vietnam case: workers versus the Global supply chain’, Harvard International Review, vol. 33 no. 2, pp. 60-81. Perry, M 2007, ‘Natural disaster management planning; a study of logistics managers responding to the tsunami’, International Journal of Physical Distribution Logistics Management, vol. 37 no. 5, pp. 409-433. Porter, M 1985, Competitive advantage: creating and sustaining superior performance, New York, Simon Shuster. Sarathy, R 2006, ‘Security and the global supply chain’, Transportation Journal, vol. 45 no. 4. pp. 28-34. Saxena, R 2010, ‘Define logistics, Industrial Engineer, vol. 11, pp. 24-26. Sheffi, Y 2001, ‘Supply chain management under the threat of international terrorism’, The International Journal of Logistics Management, vol. 12 no. 2, pp. 1-11. Stauffer, D 2003, Supply chain risk: deal with it. Web. Suder, G 2006, Corporate strategies under international terrorism and adversity, Northampton, Massachusetts, Edward Elgar Publishing. Wechsler, J 2011, ‘FDA promotes innovation, access to medicines while moderni zing operations’, Formulary, December, pp. 550-611.

Medical physist Essay Example | Topics and Well Written Essays - 1750 words

Medical physist - Essay Example There are cases where one becomes lucky and gets multiple job offers to choose from in his field of study. This is not luck but another hurdle to overcome, some people have found themselves in job environments that they never thought would be that way. This is just because they did not make proper decisions before considering the kind of offer that best suits them both in the short and long term. A good job is not just about having the best salary; there are several other things that guide job consideration in a case where one has landed multiple job offers. Proper decision making about job offers is an important process, which needs to be given due seriousness. Most graduates will simply want to close their eyes, line up the offers in front of them and pick on a particular job only to regret later (Ahmed, Hasnain and Venkatesan, 2012). Remember, when you make the decision to choose on a job and later realize that it is not the one you dreamt of, the ones that you had to foregone will not be waiting for your reverse decision. In this age where students graduating have surpassed job offers available means that the door is always opened for the next candidate once you decline an offer from one of your probable employers. As a graduate medical physicist, there may be more that one job offer that may come knocking. Making the right decision about the kind of job to take will be vital since it will be key to deciding your career path. A good career should give the job candidate a good chance for advancement (Mayrhofer, et al, 2005), this means that a lot of decisions have to be given due considerations before the final decision is arrived at. One of the important things to do before signing up any of those job offer forms is to make an assessment about the industry and specific company before joining it. A good assessment can always

Post Traumatic Stress Disorder Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Post Traumatic Stress Disorder - Research Paper Example Therefore, there must be the fulfillment of the obligation to create positive living within the individual. The balance should be maintained between their psychological and physiological health. One of the chief causes of an unhealthy societal living is witnessed in posttraumatic stress disorder (PTSD). Kichin (2004) defines the condition as an invisible injury that causes a long-term effect on the affected individual. PTSD has been defined as an emotional condition, normally termed as an anxiety disorder resulting from a terrifying life experience that is considered damaging to the individual. The sufferers of the condition exhibit the avoidance state where they consider places, people or events unsecure for fear of reliving the condition. The patients are sensitive towards societal events and depict the condition termed as hypererousal (Drden-Edwards and Stoppler, 2012). The creation of the condition has been realized in lasting impressions that had threatened the healthy societal engagement in these individuals and affect their emotional condition. Such individuals had experienced either a physical abuse, sexual, severe loss or an increased natural calamity that had not been expected. These creations have the tendency of reoccurring and events that are closely linked to the fete are witnessed as life threatening. PTSD presents numerous symptoms, affecting individuals of a diverse demographic, but there have been countermeasures to limit the condition and create positive living. Causes and Effects The condition results after a negative life threatening condition that the patient observes as may reoccur and create mental insecurity. The experience may be described as having a prolonged physical scar or mark on the patient to remind them of the experience faced. In the U.S., the data is explained that an increasing number of 7-8% of the total population develops the condition with the leading causes being rape and combat veterans. The condition may be witnessed more in children who are subjected to the conditions due to their vulnerability. Moreover, girls more than boys experience the condition due to the lack of a security figure to protect them from adverse conditions (Schiraldi, 2000). The state of being subjected to trauma, or witnessing events that are life threatening that depicts both physical and emotional damages has been the chief cause of PTSD. Schiraldi (2000) suggest that the victims are diagnosed with effects from negative life experiences like mugging, civil disorder, mental and physical torture that may have the tendency to reoccur causing the sufferer to reminisce on the experience. However, some patients diagnosed with the condition may face a separate experience that may have been caused by an immediate occurrence of an event. These are in divorce or unemployment realized to create discomfort in their state of living. Trauma presents variable physical impacts to the individual to depict the characteristic throughout th eir lifestyle to identify the condition. Researchers have offered the link to reduced hippocampus, which is charged with the role of memory within the brain, for people who experience the stressful conditions within their lifetime. Shiromani, LeDoux & Keane (2009) articulate that persons who experience PTSD have smaller hippocampus and depict an increased tendency towards substance abuse as compared to healthy persons. The mostly abused drugs are cigarettes, marijuana and alcohol that the affected

Chance to Pursue a Graduate Diploma Course in Law Personal Statement

Chance to Pursue a Graduate Diploma Course in Law - Personal Statement Example Nonetheless, the international reputation of Westminster Law School attracts a variety of students and has a conducive environment for studying at postgraduate level. The University of Westminster also provides excellent working and recreational facilities for graduate students, thus demonstrates a commitment to the graduate student body. Additionally, the Westminster law school is located at the center of the West End of London, making it easily accessible by public transport. Moreover, every student has his or her own personal tutor that also provides career development. This makes the University of Westminster a center for innovation and academic excellence. The reporter highlights that  "I am a highly determined individual. I have a wide range of legal skills, which I learned in the program of B.A, Legal Studies. Therefore, I consider a Post Graduate Diploma Course in Law to be an advanced step. I have a great interest in many subject areas. However, I am more drawn to a Post Graduate law degree in order to convert my B.A in Legal Studies to a law qualifying degree. The wide range of subjects that I have studied in my B.A course has helped me to become more open-minded. This has also made me a reliable and outgoing person with great enthusiasm and common sense, and I believe that these are some of the qualities, which I will need in order to pursue law successfully. My interests, among other things, including watching parliamentary legal debates, listening to music, reading, and writing. I also enjoy classical movies and meeting new people. During my time at Westminster, I developed the skills of time management and teamwork through interaction with fellow students. This also gave me an opportunity to share ideas with my colleagues, and this influenced my academics positively. "

Context Clues

Context Clues Schatz, Elinore K., Baldwin, R. Scott (1986). Context Clues are Unreliable Predictors of Word These experiments were done to help the researchers and educators decide whether context clues help students with defining words. The two researchers were Elinore Kress Schatz and R. Scott Baldwin. Schatz is from the Greater Miami Hebrew Academy and R. Scott Baldwin was a former English teacher who became a professor of Teaching and Learning at the University of Miami. He is currently the Dean of Edinboro Universitys school of Graduate studies and research (http://www.edinboro.edu/departments/university_comm/President/pec-members/baldwin.dot). There were three different experiments done during this particular study. In the first experiment, there were 53 tenth graders and 48 eleventh graders from a private school in Fort Lauderdale, Florida who were tested. The demographics of the school consisted of students from a middle class background who were mainly Caucasian. Before the testing began, researchers tested a group of college bound tenth graders to see if they knew the meanings of the words that were going to be used on the test. If 65% or more of those students knew the meaning a word, then the word was thrown out because the researchers saw this as the students prior knowledge. The students were given two tests with one test having the words-in-context and the other with the words used in isolation. The researchers did the two tests to determine which method helps the students more. The words- in-context came from twenty-five paragraphs from novels used at this school for the tenth and the eleventh grade students. Some examples of those books include The Scarlet Letter and The Pearl. Paragraphs were chosen by their location in the book and by determining which words were low frequency words. Some examples of those words include imperious and inexorable. The words- in -context test was set up like a multiple choice test with a paragraph using the word and the students would have to identify which option shows how the word was used. The words in isolation test were a multiple choice vocabulary test. The students were then randomly assigned tests. The words in isolation testing took around ten to fifteen minutes to complete and the words-in-context testing to ok around thirty to forty minutes to complete. The results showed that â€Å"there was no statistically significant difference between the means of the no-context group (M= 9.14, SD=2.08) and the context group (M=8.76, SD= 3.72)† (Schatz Baldwin 443). These results were then tested in the second experiment to see if the results were accurate or based on the type of literary work. In the second experiment, there were 39 eleventh graders from a private school in Miami, Florida who were tested. The demographics of the school was the same as the previous school with most students being middle class. There were two tests once again but this time the words in the passages were from the four content areas. The mediums used included science textbooks (biology and physics), novel passages (same novels as other test), history textbooks, and magazines (Schatz Baldwin 444). Both tests had the same words on them but one used the words- in-context and the other test had them in isolation. All students took the words in isolation test first. The students finished the first test in 45 minutes and the words-in-context testing took two days to complete. The results of this test indicate that there was no real significant change whether the words w ere in isolation or in-context. In the third experiment, the researchers used 84 tenth and eleventh graders from a private Hebrew school in Florida. The materials were the same as the first experiment except that the tests were not multiple choice anymore. The students had to write out the meaning of the words. The two researchers then graded the papers not knowing whether the one they were grading was the test with the words- in-context or the words in isolation. They determined that multiple choice testing did not hurt the testing. The overall conclusion they came up with it that teachers need to look at a better way to help students understand the meanings of words.

Transcendentalism In Movies Essay -- essays research papers

Perhaps one of the most meaningful maxims Emerson wrote would have to be "Insist on yourself, never imitate." This statement captures the total essence of transcendentalism; deny the will and aspirations of others, and follow your own heart.The movie Dead Poets Society begins by introducing the viewers to Todd Anderson, a very subdued and quiet young man. Todd has the average inferiority complex. He is a very bright young man with exceptional abilities. Todd is unwilling to speak his mind for fear of non-acceptance. Charles Dalton is a seemingly average student with a rebellious attitude. He has already realized that the students are being "brainwashed" into living a preordained life. Neil Perry is another young man who realizes that his life is being planned out in front of him. He feels that he has no voice in his life. Their English professor, Mr. Keating, radically changes the lives of all of these students. Mr. Keating encourages Todd to speak up and voice his opinions. He makes Todd realize that the world will accept him because his thoughts and feelings are so deep and heartfelt. Charles Dalton receives just the spark he needs for action from Mr. Keating. He reforms a group called the Dead Poets Society. Nothing really happens at the meetings other than the reading of poetry for inspiration in life. Neil, perhaps the most perplexing character in the movie, discovers his dream in life is to be an actor. His father, for a reason none other than...

The Colonial Influence on Sri Lankan Society and on Hill Country

Chapter ONE: 1.0 Colonial ere and hill state. 1.1 The colonial influence and its impacts on Sri Lankan society. The traditional Sri Lankan society was chiefly based on Buddhism as the faith, agribusiness as the chief tenancy and the caste oriented opinion system. The kingship pattern disposal system was dominated the land and throne was decidedly entitled to a Buddhist. The Buddhist monastic was really of import in the opinion system through the male monarch. Peoples chosen really simple and low life form and the society were chiefly disciplined by Buddhist doctrine. Basically, traditional Sri Lankan society was peaceable, generous and merely due to long term influence of Buddhism. The basic and likely the lone economic activity of the common multitudes were paddy and other grain cultivation. Other than that they had merely really few demands due to their really simple life form and they were really easy to fulfill with really limited resources in the state. That type of life form can be identified as self-sufficing economical system. Social construction had a strong order with the feudal system predominating in dominant mode. All the lands were chiefly belongs to the male monarch and the male monarch gave them harmonizing to his favour. The lands can be divided consequently to their ownership and the responsibility towards the male monarch. The basic types were as given below. 1. â€Å" Ninda Gam † – The lands donated by the male monarch to his authorities retainers. The crop belongs to the proprietors and can be changed the ownership harmonizing to the household. 2. â€Å" Gabada Gam † – The lands separated for male monarchs usage and the people who cultivate on those lands should give part to the castle. Besides people should make responsibilities to the male monarch and to the castle. 3. â€Å" Vihara Gam † – The lands given to the Buddhist temples by the male monarch and there people who had to cultivate on them and besides the crop should split in to two. 4. â€Å" Devala Gam † – The lands given to devala by the male monarch. It is clear that the ownership of the lands goes to the male monarch and land was the foundation of the male monarch right to the service and part of the people and vise versa. â€Å" Although the Ceylon litoral had since the early sixteenth century been successfully by Portuguese, Dutch and British. The kandyan land maintained its independency under the male monarchs from Wimaladarmasuriya 1 ( reg-AD 1591-1604 ) to the temperament of Sri Wikrama Rajasinghe by British in 1815 † ( Prof. Nimal De Silva- Architect journal-1990 ) The Kandyan period was rich with powerful male monarchs like Rajasinghe two who succeeded subverting the Lusitanian with the aid of the Dutch. The disposal system was really powerful that the influence of it on the common multitudes was really great. As historiographers shows the Portuguese was the first Europeans who came to the Srilanka every bit early as 1505 and accordingly were succeeded by Dutch. Both of above encroachers were able to capture the maritime states of Sri Lanka and they were established their ain authoritiess. The Portuguese introduced Roman catholism and Dutch the adopted their judicial disposal system which is still remain in Srilanka as Roman-Dutch jurisprudence. The hill state subjected to important alterations during the British period. The huge influence of British disposal spread over the full society because they established their authorization allover the land. They were wholly succeeded in making a westernized value system. Catholism was treated as the province faith and the Buddhism was overpowered by the catholism. The Sinhalese were forced to encompass catholism by offering particular privileges to those who did so. English instruction spread through out the state and people were taught to believe as British and to esteem their values. The British were successfully created a class of Sinhalese in really facet of life built in skin color. 1.2 Colonial influence on architecture of hill state. The colonial had really closed fond regard with hill state and people of hill state. It is because they identified the clime of the hill state was so familiar to the clime of their state. So they began to take hill state to pass their reposeful yearss and that created figure of personal businesss with local adult female on hill state. These types of closer fond regards causes to the important alterations in socio-cultural and economic background of the hill state. 1.2.1 Socio-culture and economic background of the colonial period in Hill state. A societal difference had begun to originate between Sinhalese of low state and hill state. Kandyan had a sense of pride natured by the fact that they had retained their political independency and they begun to look at the low state Sinhalese who had fallen quarry of christianism and other western influences, with dubious oculus. That causes to split Sinhalese in to two culturally different classs. Harmonizing to the historiographers after the invading of the Kandyan land in 1815AD the British intentionally attempted to diminish the power of Sinhala headsmans ‘s, in order to destruct the forming power of Sinhalese. As a trap they identified the spread between up state and low state. Then the British were strengthened the spread and destroyed the harmoniousness of the Srilankan society. The British identified the demand of a reform in the bing disposal system in order to reconstruct and keep their jurisprudence and order over the Island on a long term. Two incidents that promote d these reforms where the 1797-98 rebellion in maritime States and 1817-18 rebellion of Kandyan state. Harmonizing to the history, more basic alterations took topographic point in the 1830s largely due to the reform initiated by the Colebrook Cameron committee which visited the state in 1829-30. They learn towards western signifiers of disposal based on money economic system and free endeavor, alternatively of the feudalist system that was predominating. After the recommendation of the Colebrook Cameron committee most of the authorities monopolies was given up and stairss were taken to sell the authoritiess lands known as ‘Gabada Gama † . They were sold in auction and it permitted in persons to originate the procedure of land purchase. Freehold right of land extended significantly. In the interim, rapid development took topographic point in the physical substructure of the state. The Colombo-Kandy main road was completed by 1832 and the route web became one of the most important and economically considerable characteristics. This web was sonly supplemented with the postal and telegraph services. Colombo-Kandy railroad was completed by the twelvemonth 1867 and later encompassed a milage of 713 by the twelvemonth 1924. Reasonably subsequently in 1880 the Colombo seaport was developed. These reform and development provided a huge scope of economical and employment chances in Sri Lanka. Some of the of import capital investing and economic enterprisers used their wealth to give their kids a good English instruction in the best school of the state and higher instruction abroad. Srilankan who finished the school instruction were absorbed to the disposal system as clerks, civil retainers and etc: these Srilankans were really happy with these occupations because they provide them good populating criterion, socially acceptableness and secured hereafter. The new middle-classes of the Srilankan society emerged out of them. The freshly emerged categories consolidated their position with the aid of the British authorities. In that sense they were really grateful to British swayers. They were heartlessly condemned every thing covering with Srilankan traditional civilization. They chosen catholism to Buddhism as a more modern faith ; spoke merely in English and thirstily follow ed anything linked with British in order to foreground them egos as westernized quality of local over the traditional Srilankan society. 1.3 History of plantation industry. The Arabs were introduced the java works to Srilankan and Southern India at first clip, subsequently Srilankans begun to grew the java widely in the gardens and was besides planted around the temples. During the Portuguese captured the Srilanka from 1505 to 1655 no effort was made to cultivate the works. As historiographers mentioned in their paperss the Dutch were started to cultivate certain harvests such as cinnamon and java at 1740. How of all time the first java plantation was unluckily started in the tropical low state about 10 stat mis off from the Galle, on land closer to Baddegamuwa on Gindura River. Because of the tropical clime the first effort was unsuccessful. There after they came to the Kandy territory in hill state, as the clime looks more suited for the java cultivation. Harmonizing to the historiographers the first java works was placed by Sir Edward Banns in 1823 under the British authorities. Meanwhile the Ceylone became the universe ‘s largest java manufacturer. There were some major grounds had identified as the grounds for the accomplishment of the java industry. 1. Coffee cultivation really popular among Europeans. 2. The sudden failure in java production in West Indies islands. The java industry in Srilanka had reached its highest extremum in 1868 harmonizing to the history. Then there was a sudden autumn occurred in java industry because of the disease call â€Å" hamileia vatatrix † . As it spread through all over the Ceylon java plantations so started Rubber cultivation at Rathnapura, Galle and Kalutara territories. There after the Rubber became the outstanding commercial harvest in ceylone at 1890. As a consequence of the industrial revolution the gum elastic industry became succeeded. Besides the traditional coconut cultivation was developed in good managed mode. Even though the java destroyed by the disease there were batch of plantation owners remain and they tried to replant the tea. Then the tea became a good manner of puting money lost in java cultivation. Many of the java plantation owners became tea plantation owners and by the mid 1890s the â€Å" tea camelia was became outstanding harvest in Ceylon. Harmonizing to the history James Taylor was the first tea plantation owner land area of tea, by the seeds brought from Assam. The historiographers says that he was the first commercial graduated table tea plantation owner in Srilanka. Thus began the tea industry in Srilanka. James Taylor Tea plantation 1.4 Climate conditions and output of tea. The output potency of any harvest is set by the clime and its twenty-four hours to twenty-four hours fluctuation, which we call as conditions. The most of import characteristic in the conditions is as follows, 1. Annual rainfall 2. Temperature fluctuation 3. Wind speed 4. Humidity Besides the nature of the dirt is another of import factor for any harvest. 1. Rainfall The hill state receives more than 2500mm rainfall spread over the twelvemonth. Tea is grown on the hillsides of tropical and semitropical states. The harvest needs 2000mm-5400mm during the twelvemonth. Annual rainfall 2. Temperature The hill state has a cool brumous clime during the twelvemonth. This occurs because of the tallness above from the average sea degree. In this part the temperature varies from 15.6C lower limit to 27C upper limit. There is a line drive relationship between shoot extension rate and average temperature. This type of cold clime is favourable for tea cultivation. Annual temperature fluctuation 3. Soil status When sing the dirt status in hill state we can see it is red-yellow podzolic and ruddy brown laterite which is suited for tea cultivation. Tea is turning in broad scope of dirt types and there for it does non intend is that there are certain dirt features which must be met by any peculiar dirt where tea is to be grown. Soil status requires for tea cultivation SOIL ( General chemical belongingss )Ph dirt H2O4 %Organic affair5.4 %Entire N0.33 %CN ratio9.63 %Available P ( ppm )24 %Average one-year rainfall and lowest-highest average month temperature on tea turning countries of hill state.KandyNuwaraEliyaLatitude8N7NLongitude81E80.45EAnnual rainfall2375mm2225mmTemperature scope ( C )22.8-25.813.3-15.6Average temperature23.914.4

Cyrus the Great - Persian Achaemenid Dynasty Founder

Cyrus the Great - Persian Achaemenid Dynasty Founder Cyrus the Great was the founder of the Achaemenid Dynasty (c. 550-330 BC), the first imperial dynasty of the Persian Empire  and the  worlds largest empire before that of Alexander the Great. Was the Achaemenid truly a family dynasty? It is possible that the third main Achaemenid ruler Darius  invented his relationship to Cyrus, in order to give legitimacy to his rule. But that doesnt diminish the significance of two centuries worth of empirerulers centered in southwestern Persia and Mesopotamia, whose territory spanned the known world from Greece to the Indus Valley, extending south to Lower Egypt. Cyrus started it all. Fast Facts: Cyrus the Great Known As: Cyrus (Old Persian: KuruÃ… ¡; Hebrew: Kores)Dates: c. 600 - c. 530 BCEParents: Cambyses I and MandaneKey Accomplishments: Founder of the Achaemenid Dynasty (c. 550-330 BC), the first imperial dynasty of the Persian Empire  and the  worlds largest empire before that of Alexander the Great. Cyrus II King of Anshan (Maybe) The Greek father of history Herodotus never says Cyrus II the Great came from a royal Persian family, but rather that he acquired his power through the Medes, to whom he was related by marriage. Although scholars wave caution flags when Herodotus discusses the Persians, and even Herodotus mentions conflicting Cyrus stories, he may be right that Cyrus was of the aristocracy, but not a royal. On the other hand, Cyrus may have been the fourth king of Anshan (modern Malyan), and the second king Cyrus there. His status clarified when he became the ruler of Persia in 559 B.C. Anshan, possibly a Mesopotamian name, was a Persian kingdom in Parsa (modern Fars, in southwestern Iran) in the Marv Dasht plain, between Persepolis and Pasargadae. It had been under the rule of the Assyrians and then may have been under the control of Media*. Young suggests that this kingdom wasnt known as Persia until the start of the empire. Cyrus II King of the Persians Defeats the Medes In about 550, Cyrus defeated the Median king Astyages (or Ishtumegu), took him prisoner, looted his capital at Ecbatana, and then became king of Media. At the same time, Cyrus acquired power over both the Iranian-related tribes of the Persians and Medes and the countries over which the Medes had held power. The extent of the Median lands went as far east as modern Tehran and westward to the Halys River at the border of Lydia; Cappadocia was now Cyruss. This event is the first firm, documented event in Achaemenid history, but the three main accounts of it are different. In the dream of the Babylonian king, the god Marduk leads Cyrus, king of Anshan, to march successfully against Astyages.The Babylonian chronicle 7.11.3-4 states [Astyages] mustered [his army] and marched against Cyrus [II], king of Anshan, for conquest... The army rebelled against Astyages and he was taken prisoner.  Herodotus version differs, but Astyages is still betrayed- this time, by a man to whom Astyages had served his son in a stew. Astyages may or may not have marched against Anshan and lost because he was betrayed by his own men who were sympathetic with the Persians.   Cyrus Acquires Lydia and Croesus Wealth Famous for his own wealth as well as these other famous names: Midas, Solon, Aesop, and Thales, Croesus (595 BC - c. 546 BC) ruled Lydia, which covered Asia Minor west of the Halys River, with its capital at Sardis. He controlled and received tribute from the Greek cities in Ionia. When, in 547, Croesus crossed the Halys and entered Cappadocia, he had encroached on Cyrus territory and war was about to begin. After months spent marching and getting into position, the two kings fought an initial, inconclusive battle, perhaps in November. Then Croesus, assuming the battle season was over, sent his troops into winter quarters. Cyrus didnt. Instead, he advanced to Sardis. Between Croesus depleted numbers and the tricks Cyrus used, the Lydians were to lose the fight. The Lydians retreated to the citadel where Croesus intended to wait out a siege until his allies could come to his assistance. Cyrus was resourceful and so he found an opportunity to breach the citadel. Cyrus then seized the Lydian king and his treasure. This also put Cyrus in power over the Lydian Greek vassal cities. Relations between the Persian king and the Ionian Greeks were strained. Other Conquests In the same year (547) Cyrus conquered Urartu. He also conquered Bactria, according to Herodotus. At some point, he conquered Parthia, Drangiana, Aria, Chorasmia, Bactria, Sogdiana, Gandara, Scythia, Sattagydia, Arachosia and Maka. The next important known year is ​539, when Cyrus conquered Babylon. He credited Marduk (to the Babylonians) and Yahweh (to the Jews whom he would free from exile), depending on the audience, for choosing him as the right leader. Propaganda Campaign and a Battle The claim of divine selection was part of Cyrus propaganda campaign to turn the Babylonians against their aristocracy and king, accused of using the people as corvee labor, and more. King Nabonidus had not been a native Babylonian, but a Chaldean, and worse than that, had failed to perform the religious rituals. He had slighted Babylon, by putting it under the control of the crown prince while he resided at Teima in north Arabia. The confrontation between the forces of Nabonidus and Cyrus took place in one battle, at Opis, in October. By the middle of October, Babylon and its king had been taken. Cyrus empire now included Mesopotamia, Syria, and Palestine. To make sure the rites were performed correctly, Cyrus installed his son Cambyses as king of Babylon. Probably it was Cyrus who divided the empire into 23 divisions to be known as satrapies. He may have accomplished further organization before he died in 530.   Cyrus died during a conflict with  the nomadic Massegatae (in modern Kazakhstan), famous for their warrior queen Tomyris. Records of Cyrus II and the Propaganda of Darius Important records of Cyrus the Great appear in the Babylonian (Nabonidus) Chronicle (useful for dating), the Cyrus Cylinder, and the Histories of Herodotus. Some scholars believe Darius the Great is responsible for the inscription on Cyrus tomb at Pasargadae. This inscription calls him an Achaemenid. Darius the Great was the second most important ruler of the Achmaenids, and it is his propaganda concerning Cyrus that we know of Cyrus at all.  Darius the Great ousted a certain King Gautama/Smerdis who may have been an impostor or the brother of the late king Cambyses II. It suited Darius purposes not only to state that Gautama was an impostor (because Cambyses had killed his brother, Smerdis, before setting out to Egypt) but also to claim a royal lineage to back up his bid for the throne. While the people had admired Cyrus the great as a fine king and felt put upon by the tyrannical Cambyses, Darius never overcame the question of his lineage and was called the shopkeeper.   See Dariuss Behistun Inscription  in which he claimed his noble parentage.   Sources Depuydt L. 1995. Murder in Memphis: The Story of Cambysess Mortal Wounding of the Apis Bull (Ca. 523 BCE). Journal of Near Eastern Studies 54(2):119-126.Dusinberre ERM. 2013. Empire, Authority, and Autonomy in Achaemenid Anatolia. Cambridge: Cambridge University Press.Lendering J. 1996 [last modified 2015]. Cyrus the Great. Livius.org. [Accessed 02 July 2016]Munson RV. 2009. Who Are Herodotus Persians? The Classical World 102(4):457-470.Young J, T. Cuyler 1988. The early history of the Medes and the Persians and the Achaemenid empire to the death of CambysesThe Cambridge Ancient History. In: Boardman J, Hammond NGL, Lewis DM, and Ostwald M, editors. The Cambridge Ancient History Volume 4: Persia, Greece and the Western Mediterranean, c525 to 479 BC. Cambridge: Cambridge University Press.Waters M. 2004. Cyrus and the Achaemenids. Iran 42:91-102.

European Challenges to the Muslim World essays

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A CSR for the Abu Dhabi Culture Authority Research Paper

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Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Example for Free

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Why do students shy out and do not participate in classroom discussion? Chapter 1 1. 1 Abstract Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1. 2 Introduction This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a Punjab 1993 survey. Shy or silent students were 11. 9% in 1990-91 and 11. 3% in 1994-95. The revised CPRs are 23. 7% and 29. 1%, respectively. In 1993, a follow-up survey among non-users in Punjab province showed that CPR increased from 13% in 1990-91 to 18% in 1993. Shy out students was the most widely used method, followed by the condom and female sterilization. The increase in CPR is attributed to more open reporting among shy or silent student. Revised CPRs that include shy or silent student were consistent with total fertility rates in all 3 nationally representative surveys. Typically shy or silent student were older by about 2. 3 years than current student, Shy or silent students had longer duration of greater illiteracy, and less contraceptive knowledge about methods and sources this is the cause they do not participate in classroom discussion. Research has distinguished shy out students from introversion, although they are typically related. Introverts simply prefer solitary to social activities but do not fear social encounters as do the shy, while extroverts prefer social to solitary activities. Although the majority of shy are introverted, shy extroverts are found in many behavioral settings. They are privately shy and publicly outgoing. They have the requisite social skills and can carry them out flawlessly in highly structured, scripted situations where everyone is playing prescribed roles and there is little room for spontaneity. However, their basic anxieties about being found personally unacceptable, if anyone discovered their real self, emerge in intimate encounters or other situations where control must be shared or is irrelevant, or wherever the situation is ambiguous in terms of social demands and expectations. 1. 3 Problem statement The study was carried out under the title â€Å"why do students shy out and do not participate in classroom discussion†. 1. 4 OBJECTIVES OF THE STUDY The objectives of the study were: 1. To identify the symptoms of shy out students. 2. To explore the causes of shy out students. 3. To find out the relationship of shyness with the self-esteem of students. 4. To examine the effects of shyness on the self-esteem of shy out students. 5. Helping students learn more from lectures 6. Getting students to participate more in class 7. Recognizing the importance of conflict and conflict resolution in student learning groups 8. Introducing and reinforcing active learning 9. Getting students to come to class having read the assignment 10. Getting and giving feedback on meaningful class participation 11. Letting the classroom environment foster student participation 1. 5 Significance of topic There was a tendency for shyness to correlate significantly with measures of academic attainment. Even though the coefficients are moderate and explain little variance in test scores they are still meaningful and suggest that shy out students does have an impact on academic success. There exists some evidence of links between shyness and intelligence test scores, attainment measures, teacher-rated intelligence and academic performance but this has scarcely been explored. Contemporary theories of learning emphasize the importance of social interaction for learning, including the contribution of students active participation in classroom discussion. This suggests the value of exploring the educational significance of shy out students and reticence characteristics that may cause teachers few problems or draw attention to a students behavior but that might influence their achievement and adjustment. Being part of a discussion is a skill to learn, just like taking good lecture notes or learning to write a good essay exam. You are not doing shy students a favor by letting them off the hook completely. Rather, emphasize to your class that in order to have productive discussions, everyone needs to make a contribution. This can be done in a variety of ways: good listening, asking good questions, challenging what someone has said appropriately and inviting. Chapter 2 Review of Literature Shyness as a â€Å"state of discomfort or inhabitation in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals†. According to Cheek Melchoir shyness involves the tendency to feel worried, awkward or tense when in the presence of others due to the prospect of interpersonal evaluation. Zolton and Long said that shyness is a fear of, or shy out students from, other people or social situations, can have many different causes depending on the individual student and the specific circumstances. Shyness is something that all students experience at one time or another. In most cases it is a normal, temporary behavior. In students, some shy out students is normal, especially when they are around 5-6 of age, and then again at about two years of age. Shyness at these ages is considered a normal part of development. Shyness becomes a problem in a student when it interferes with relationships with other people, with social situations, school, and other important aspects of a student’s life. In the light of the results of many psychological surveys concluded that substantial number of students regards themselves as shy. Shyness becomes problematic when it leads to the patterns of behavior that includes reluctance to enter social situations discomfort and inhibition in the presence of others exaggerated self, unresponsiveness, an increasingly negative social concept, or a combination of these . Shy individuals are anxious and unsure of themselves in social situations and often try to avoid interacting with others . Minimum level of shyness does not create problems for students. Frequent exposure to a particular or different situation makes them confident. But if they avoid contact with people, students of their age or exposure to different situations than shyness can create different problems for them. 2. 1 What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and spontaneous. Some students, however, warm up much more slowly than others. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. 2. 2 Quiet or Shy out Students Even in small groups some students are quiet or shy. When we use learning logs, these students often describe their anxiety about revealing their ideas. Stating that all students are expected to participate in a discussion is likely to heighten that anxiety. We have these suggestions concerning shy students. First, the course description should make it clear that discussion is expected, and this should be emphasized in the first meeting of the class. Second, help should be available for shy students, from either the instructor or a counseling center. We strongly prefer helping students learn to participate, rather than helping them avoid taking part. Third, be accepting of degrees of participation. Students who have the courage to confront their shyness need time to develop, and all of us have â€Å"bad hair† days, when things are going terribly, and we need to be quiet. 2. 3 Strategies to Overcome Shy out students The following strategies to help the students to overcome their shyness in classroom discussion. 1. Tell the students about times when you acted bashful. 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the students as shy. 4. Reward the students for outgoing behavior 6. Read books with the students about individuals who overcome shyness or fears 8. Eliminate teasing of the students or reduce the impact 9. Teach the student to identify and to verbally express their emotions 10. Relationship of Shyness with Self-Esteem students 2. 4 Causes of shy out students Some students seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. This may lead to a student not participating in the classroom or having difficulty connecting with other students. * Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Also, students miss opportunities to develop debating skills. Students must learn how to be a part of a group discussion, which is commonly used in college classrooms and corporate boardrooms. * Lost Assertiveness Shy students may be less willing to mention when they are struggling with class material, causing them to not receive the help they need. People often interpret timidity as a sign of being stuck up, which can put off many people who would otherwise give the student learning opportunities. * Low Self-Efficacy Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. The lack of social skills leads to negative social experiences for the shy out students, which increases the anxiety she feels, leading to more shy behavior. * Lost Opportunities Shyness is often caused by an exposure to new activities. Since students do not have as many experiences as adults, they experience more new activities, which can emotionally overwhelm those who have not yet developed coping skills. When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. * Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. Most classrooms have one or more students who struggle with making themselves heard or participating in class discussions. These students are usually called shy because they may speak softly, prefer to work independently or refuse to speak up at all. Often these students flourish with written assignments or tests, but fail in areas that require participation with classmates or presentations in front of other students. For shy students, keep some considerations in mind. Chapter 3 * Methodology The research approach was quantitative. Standardized questionnaires were used to collect data for the research. For this research, the research adopted analytical way of research. In this way, quantitative way of analysis was adopted. The researcher developed a questionnaire for getting the data from language teachers, and on the basis of collected data analysis was made. For effective research the feedback given by the teachers was presented in the tables and graphs. On the basis of quantitative analysis and suggestions were finalized. Research Tools Opinion scale on the pattern of analytical way of research was developed. Population The students constituted population of study. Sampling Thirty students were selected as a sample using simple random technique. Method of research The study was descriptive in nature. The survey method was used to collect the data from the respondents. For this purpose a questionnaire was developed and was administered to the sample of the study. Collection of data The questionnaire was administered to the students. For each statement, teachers were to respond one option from the given four options. * Analysis of data The data collected was tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. Table no. 3. 1 Do group activities break the shy out of the student? Options| Frequency| Percentage| A| 14| 47%| SA| 13| 44%| N| 0| 0%| DA| 0| 0%| SDA| 3| 10%| When students were asked the statement 47% students said they were agree group activities break the shy out of the student, 44% said strong agree and 10% said strong disagree. Table no. 3. 2 Have shy out students discuss their weakness in classroom as a communicator? Options| Frequency| Percentage| A| 0| 0%| SA| 9| 30%| N| 3| 10%| DA| 12| 40%| SDA| 6| 20%| 30% said strong agree,10 %neutral ,40%said disagree and 20%said strong disagree . Table no. 3. 3 Confer with parents give opportunities for shy out student to increase your involvement in classroom discussion? Options| Frequency| Percentage| A| 12| 40%| SA| 7| 24%| N| 3| 10%| DA| 8| 27%| SDA| 0| 0%| 40% said agree, 24%said strong agree, 10%said neutral and 27%disagree. Table no. 3. 4 Do shy students show sign of social anxiety? Options| Frequency| Percentage| A| 9| 30%| SA| 8| 27%| N| 3| 10%| DA| 10| 34%| SDA| 0| 0%| 30% said agree, 27%said strong agree, 10%said neutral and 34%disagree. Table no. 3. 5 Do not force the shy out students to prefer in front of the classmates, but encourage him to do? Options| Frequency| Percentage| A| 12| 40%| SA| 8| 27%| N| 8| 27%| DA| 2| 7%| SDA| 0| 0%| 40% said agree, 27%said strong agree, 27%said neutral and 7%disagree. Table no. 3. 6 Do not make shy out students that feel rushed to answer quickly? Options| Frequency| Percentage| A| 4| 14%| SA| 20| 67%| N| 6| 20%| DA| 0| 0%| SDA| 0| 0%| 14% said agree, 67%said strong agree and 20%said neutral Table no. 3. 7 Students have courage to comfort their shyness need time to develop? Options| Frequency| Percentage| A| 9| 30%| SA| 9| 30%| N| 3| 10%| DA| 27| 8%| SDA| 1| 4%| 30% said agree, 30%said strong agree, 10%said neutral, 8%disagree and 4% strong disagree. Table no. 3. 8 The environment which a student raised can affect his or her shyness in classroom discussion? Options| Frequency| Percentage| A| 7| 24%| SA| 18| 60%| N| 0| 0%| DA| 17| 5%| SDA| 0| 0%| 24% said agree, 60%said strong agree and 5%disagree. Table no. 3. 9 Some students have problematically shy out in varying degree? Options| Frequency| Percentage| A| 3| 10%| SA| 3| 10%| N| 20| 67%| DA| 2| 7%| SDA| 2| 7%| 10% said agree, 10%said strong agree, 67%said neutral, 7%disagree and 7%strong disagree. Table no. 3. 10 Shy out student diversity affect learning? Options| Frequency| Percentage| A| 9| 30%| SA| 13| 44%| N| 2| 7%| DA| 6| 20%| SDA| 0| 0%| 30% said agree, 44%said strong agree, 7%said neutral and 20%disagree. Table no. 3. 11 Can we suggest strategies for shy out students which help students for classroom discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 11| 37%| N| 6| 20%| DA| 2| 7%| SDA| 0| 0%| 37% said agree, 37%said strong agree, 20%said neutral and 7%disagree. Table no. 3. 12 Can we help shy out students to set social development goal for discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 14| 47%| N| 2| 7%| DA| 3| 10%| SDA| 0| 0%| 37% said agree, 47%said strong agree, 7%said neutral and 10%disagree. Table no. 3. 13 Can teacher s allow the students to speak for break the shyness? Options| Frequency| Percentage| A| 8| 27%| SA| 10| 34%| N| 3| 10%| DA| 7| 24%| SDA| 2| 7%| 27% said agree, 34%said strong agree, 10%said neutral, 24%disagree and 7% strong disagree. Chapter 4 4. 1 Procedure of the Study The researcher herself visited for data collection and personally met the student’s . The researcher briefed the students about the purpose of the research and the teachers identified shy out students, a careful observation was made by the researcher also and only those students were selected who were seemed to be really shy and do not participate in classroom discussion. 4. 2 Findings The data collected through questionnaires was analyzed through the research. The results were interpreted in the forms of tables. * When students were opinion the statement 47% students said they were agree group activities break the shy out of the student, 44% opinion strong agree and 10% opinion strong disagree. * 30% the opinion they are strongly agree that have shy out students discuss their weakness in classroom as a communicator,10 %neutral ,40% disagree and 20% strong disagree . * 40% opinion they are agree that confer with parents give opportunities for shy out student to increase their involvement in classroom discussion , 24%opinion strong agree, 10%opinion neutral and 27%disagree. * 30% opinion they are agree do shy students show sign of social anxiety, 27%opinion strong agree, 10% opinion neutral and 34%disagree. * 40% opinion they are agreeing that do not force the shy out students to prefer in front of the classmates, but encourage him to do? 27% opinion strong agrees, 27% opinion neutral and 7%disagree. * 14% students opinion agree do not make shy out students that feel rushed to answer quickly, 67% opinion strong agree and 20% opinion neutral * 30% students opinion they are agree students have courage to comfort their shyness need time to develop, 30% opinion strong agree, 10%  opinion neutral, 8%disagree and 4% strong disagree. * 24% student’s opinions they are agreeing that the environment which students raised can affect his or her shyness in classroom discussion, 60% opinion strong agree and 5%disagree. * 10% students opinion they are agree some students have problematically shy out in varying degree, 10% opinion strong agree, 67% opinion neutral , 7%disagree and 7%strong disagree. * 30% students opinion they are agree shy out students diversity affect learning , 44% opinion strong agree, 7% opinion neutral and 20%disagree. * 37% student’s opinion agrees can we suggest strategies for shy out which help students for classroom discussion? 37% opinion strong agrees, 20% opinion neutral and 7%disagree. * 37% students said opinion can we help shy out students to set social development goal for discussion, 47% opinion strong agree, 7% neutral and 10%disagree. * 27% students opinion agree that can teachers allow the students to speak for break the shyness, 34% strong agree, 10% neutral, 24%disagree and 7% strong disagree. 4. 3 Explanation Almost all students act shy at times, especially when encountering a new person or situation. Shy sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What are the signs of shyness in a young student? Shy students tend to show at least 3 or 4 of the following behaviors in preschool or primary school. Shy students tend to: 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities. 5. Speak softly * What are the effects of shyness on students in classroom discussion? The unfortunate effects of being shy include nervousness, decreased development of close relationships, interference with learning, and reduced opportunities to practice and improve social skills. As a shy student reaches, peers tend to start thinking of the child as not normal. This can in turn have negative effects on the childs self-esteem. On the other hand, shy student tend to act out less than other students do, perhaps because they dont want to call attention to themselves by doing something wrong. Although some students outgrow shyness as they get older, others remain painfully shy their entire life. * Relationship of Shy out students with Self -Esteem Shy students are seen less friendly than others, maybe a bit standoffish, even cold in some circumstances. shy students probably even see themselves in a more negative than positive light. Because of this worry, their thoughts and strengths are limited to a very small circle of students; they are in fact only limited by their own thoughts and emotions. They constantly think that others are slighting them, insulting them, or attacking them in some way. The shy students can actually handicap themselves with negative thoughts and wind up using their shyness as a crutch and an excuse for not pursuing more social occasions, it becomes to socialize, make friends, and establish relationships, both personal and professional. It becomes a self- defeating behavior. This kind of self-defeating behavior leads to more and more avoidance of any or all social encounters, until they become frozen in fear and completely unable to function in normal social circumstances. They quite literally lose hope in their own ability to function normally in these circumstances, so they quit trying. if the children (adult) feel that there is a discrepancy between the way they are behaving and the way they would like to react, their self esteem is likely to be low. To avoid negative feeling, children may lower their expectations of themselves and accept a lower level of performance or social interaction than they are capable of, or may try to avoid further feeling of failure by withdrawing from the situation in which they feel that there self esteem to be threatened. 4. 4 Conclusion Teachers may be able to help shy students considerably by using strategies that are relatively easy to implement and well matched to the teachers basic role as a helpful instructor to students. These strategies include providing self-concept support, encouragement, and opportunities to develop confidence and comfort in the classroom to shy and inhibited students, as well as closer monitoring, improved nonverbal communication, environmental engineering, and instructive suggestions or demands for improved concentration designed to maintain the attention of students prone to shy out students. Most teachers seem to develop an intuitive understanding of some of the needs of shy students, but many could meet these needs more effectively by systematically applying the principles and strategies highlighted here. 4. 5 Suggestion of shy out students Suggestion one Assuming that you share a common Language with this student, the first step has to be to speak to him in his own language in order to ascertain what the problem is and if he is always shy. In other words is he shy when using his native language or does this shyness only occurs when he is trying to speak? Secondly, it would be very useful to spend some time talking to him about various aspects connected to his one-to-one classes and in particular how he would like to be taught and what his aims are. You could emphasize the value of trying things out in English and learning from mistakes rather than being afraid of them. You could also clarify your role and make sure that he understands that you are there to help and to give him constructive feedback on his English. Suggestion two We provide opportunities for the shy out students to develop debating skills. Provide best activities to break the shyness of the students. Suggestion three Teachers provide group work to make involvement of the students. They help and support the shy out students in classroom discussion and do not asked to him gave answer quickly. Suggestion four You could also use homework as the basis for speaking. If he has prepared a homework exercise (a grammar exercise or similar), go through it in the next class with him reading out the answers. It’s important that he gets used to hearing himself speaking this strange foreign language and feels comfortable with it. Suggestion five Another factor could be the dynamic in the classroom. Sitting next to the student rather than standing or sitting opposite can create a feeling of co-operation and may help the student to overcome his shyness. Writing on sheets of paper on the table rather than the whiteboard could also help as could the use of visual aids on the desk such as maps, photographs, magazine pictures and so on. All of these can help to shift the focus away from the student. The important thing here is for you to experiment and find the style and approach that best suits your student. 4. 6 Recommendations * The students should talk to parents, friends, a mentor or anybody they trust most and should confide and express what they feel. * The students should avoid doing so many things at the same time. Because this could lead them to confusion and frustration if nothing gets accomplished. They must stick on one thing that they are good at. * Parents should teach their children how to behave in a social situation. * Parents should try to be good role models. They must let their children see those making social contacts, expressing themselves and interacting with others. * Parents should help their children to feel themselves important, capable and adequate. Such feelings will enhance their self-esteem. * Teachers should avoid calling their students shy. If labeling occurs in the classroom, teachers should intervene. * Teachers should encourage shy students to participate actively in classroom activities 4. 7 SUMMARY Shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. What is shyness in students? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. * Causes of shy out students Some children seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. 1. Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Students miss opportunities to develop debating skills. 2. Lost Assertiveness Shy students may be less willing to mention when they are struggling with class room discussion, causing them to not receive the help they need. 3. Lost Opportunities When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. 4. Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. 5. Low Self-Efficacy. Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. * Strategies to Overcome Shyness of students Following strategies to help the students to overcome their shyness. 1. Tell the students about times when you acted bashful 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the children as shy. 3. Expose the children to unfamiliar settings and people 4. Prompt the children to interact with others 5. Reward the children for outgoing behavior * Signs of shy out students 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities 5. Make little or no eye contact * Teachers do to help shy out students 1. Put children in pairs or other small groups and lead them into an activity that requires interaction. 2. Prompt interaction between students. 3. Give shy students plenty of time to respond to questions or to speak to the class. 4. Show empathy and understanding. 5. Show warmth. 6. Reward outgoing behavior. * Effects of student’s shyness on classroom discussion Effects of being shy include: 1. Nervousness in discussion. 2. Decreased development of close relationships. 3. Interference with learning. 4. Reduced opportunities to practice in classroom discussion. 5. Improve social skills. References Byrnes, A, D. (1984). Forgotten children in classrooms: Development and Characteristics. The elementary school journal, Vol. 84, No. 3 [Online] Available: http: